Interpretive policy analysis in the Netherlands

Author(s):  
Severine van Bommel ◽  
Merlijn van Hulst ◽  
Dvora Yanow
2017 ◽  
pp. 69-86
Author(s):  
Severine van Bommel ◽  
Merlijn van Hulst ◽  
Dvora Yanow

2021 ◽  
Vol 13 (19) ◽  
pp. 11045
Author(s):  
Bozhidar Ivanov

Academic research on urban shrinkage and depopulation has advanced significantly in recent years, mostly by attributing causality between the reasons and consequences of shrinkage in the positivist tradition of planning research. This paper critically analyzes shrinkage and depopulation as an issue of planning and policymaking in a broader institutional context. By applying a qualitative interpretive policy analysis methodology to planning and policy narratives from Spain, Germany and The Netherlands, this article highlights and scrutinizes how policymakers and planners have framed shrinkage, and how this framing has justified some of the selected planning and policy approaches. It is concluded that framing shrinkage in practice may only partially encompass the scientific definitions. It is also concluded that framing shrinkage and depopulation as a crisis may be determined by locally and temporally important issues as well as differences in planning cultures, which in practice may distance the understanding of the phenomenon from the scientific definitions. Debates on shrinkage conceptualization and the development of new planning concepts can become more applicable in practice by incorporating insights from qualitative investigations. This can bring them closer to planning practice and embed them in a wider planning system context, so as to produce more applicable and contextually sensitive proposals for addressing shrinkage.


2017 ◽  
pp. 1-14
Author(s):  
Frans van Nispen ◽  
Peter Scholten

2014 ◽  
Vol 29 (2) ◽  
pp. 645-661 ◽  
Author(s):  
Geert Prinsen ◽  
Frederiek Sperna Weiland ◽  
Erik Ruijgh

2016 ◽  
Vol 9 (1) ◽  
pp. 73-84 ◽  
Author(s):  
Jennifer Dodge ◽  
Richard Holtzman ◽  
Merlijn van Hulst ◽  
Dvora Yanow

The ‘interpretive turn’ has gained traction as a research approach in recent decades in the empirical social sciences. While the contributions of interpretive research and interpretive research methods are clear, we wonder: Does an interpretive perspective lend itself to – or even demand – a particular style of teaching? This question was at the heart of a roundtable discussion we organised at the 2014 Interpretive Policy Analysis (IPA) International Conference. This essay reports on the contours of the discussion, with a focus on our reflections upon what it might mean to teach ‘interpretively’. Prior to outlining these, we introduce the defining characteristics of an interpretive perspective and describe our respective experiences and interests in this conversation. In the hope that this essay might constitute the beginning of a wider conversation, we close it with an invitation for others to respond.


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